Ye Wang

Ye Wang

Professional Background

Educational Background

Ph.D, THE OHIO STATE UNIVERSITY, Columbus, Ohio, College of EducationM.A., THE OHIO STATE UNIVERSITY, Columbus, Ohio, College of EducationLL.B., CHINA UNIVERSITY OF POLITICAL SCIENCE AND LAW, Beijing, China, Law School

Scholarly Interests

Areas of Research Emphasis:
Language and Literacy Development

Other Research Interests: Educational
Technology, Multiple Literacies, Early Intervention, Research Methodology (Quantitative Research and
Qualitative Research), and Multicultural Education

Wang, Y. & Williams, C. (in
press). Are we hammering square pegs into round holes? An investigation on the
meta-analyses of reading research with students who are DHH and students who
are hearing. American Annals of the Deaf.

Wang, Y., Engler, K., &
Oetting, T. (2014). High expectations lead to high performance: The
transformative power of high expectations in pre-school. Odyssey, 15, 36-39.

Wang, Y.
(2013). Knowing the name of something vs. knowing something. [Review of the
book Assessing literacy in deaf individuals: Neurocognitive measurement
and predictors.] American Annals of
the Deaf, 158(4), 469-472.

Wang, Y., Spychala, H., Harris,
R. & Oetting, T. (2013). The effectiveness of a phonics-based early
intervention for DHH preschool children and its possible impact on reading
skills in elementary school: A case study. American
Annals of the Deaf, 158(2),
107-120.

Wang, Y. (2011). Inquiry-based science instruction and performance literacyfor students who are
deaf or hard of hearing. American Annals
of the Deaf, 156(3), 239-254.

Wang, Y. & Paul, P. (2011). Integrating technology and reading instruction with children who are deaf or hard of hearing:The effectiveness of the Cornerstones
Project. American Annals of the Deaf,
156(1), 56-68.

Wang, Y.,
Lee, C., & Paul, P.V. (2010). An understanding of the literacy levels of
students,who are
deaf/hard-of-hearing in the United States, China, and South Korea. L1 – EducationalStudies in Language
and Literature, 10(1), 87-98.

Wang, Y.,
Trezek, B., Luckner, J.,
& Paul, P. (2008). The
role of phonology and phonological-related skills in reading instructionfor students who
are deaf orhard of hearing. American Annals of the Deaf, 153(4),
396-407.

Ward, P., Wang, Y., Paul, P., & Loeterman, M. (2007). Near verbatim versus edited captioning for
students who are deaf or hard of hearing: A preliminary investigation of
effects on comprehension. American Annals
of the Deaf, 152(1), 20-28.

Paul, P. & Wang, Y. (2006). Literate thought and deafness: A call for a new perspective and line of
research on literacy. The Punjab University Journal of Special Education (Pakistan), 2(1), 28-37.

Responsibilities: Coordinate
Graduate Program to prepare teachers of the DHH students; teach master’s and
doctoral courses in the area of education of DHH, special education,
language/literacy development, and research, advise master’s and doctoral students
and supervise their graduate project/dissertation, obtain funding for research
and teacher preparation.

Responsibilities: Coordinate Graduate Program to prepare
teachers of the DHH students; teach master’s courses in the area of education
of DHH, language/literacy development, and research, advise master’s students
and supervise their graduate project/thesis, obtain funding for research and
teacher preparation.

Responsibilities: Coordinate
Graduate Program to prepare teachers of the DHH students; teach undergraduate
and master’s courses in the area of education of DHH, language/literacy
development, and research, advise master’s students and supervise their
graduate project/thesis, obtain funding for research and teacher preparation.

Courses Taught:

CSD 760 Language Developments: D/HH I

CSD 761 Language Developments: D/HH II

CSD 762 Speech Developments: D/HH I

CSD 763 Speech Developments: D/HH II

CSD 764 (blended) Instructional
Strategies: D/HH

CSD 765 (on-line)
Reading Instruction: D/HH

CSD 784/799 Master’s Project/Thesis

CSD 260 Surveys of Interests of the D/HH

CSD 562
Psycho-Social Implications on Hearing Impaired

08/2005-07/2008Assistant Professor of Psychology and Education

Teachers College, Columbia
University, New
York, New York

Responsibilities: Teach master’s
and doctoral courses in the area of education of DHH, special education, and
research, advise master’s and doctoral students and supervise their graduate
project/dissertation, obtain funding for research.

Courses
Taught:

HBSE
4077 Teacher-as-Researcher Seminar

HBSE
4300 Assessment & Evaluation of Individuals Who are DHH

HBSE 4071 Methods of Teaching
Reading & Writing
to Individuals Who are DHH

HBSE 4001 (on-line) Teaching
Students with Disabilities in the General Education Classroom

HBSE 4000 (on-line)
Introduction to Special Education

HBSE 7500 Dissertation seminar in Special Education

HBSE
4860 Workshop in Special Education: See-The-Sound/Visual Phonics

09/2003 – 08/2005Graduate Teaching Assistant

The Ohio State University; Columbus, Ohio

Responsibilities: Teach master’s and
doctoral courses in the area of education of DHH, special education

Courses Taught:

Ed
T&L 660 Language Competence of Children and Youth with Disabilities

Responsibilities: Conduct research
in the Cornerstones Project which is a multimillion dollar research projects
funded by CPB/WGBH National Center for Accessible Media and the Office of
Special Educational Programs, U.S. Department of Education.

09/2003 – 12/04Graduate Research
Assistant

The Ohio State University; Columbus, Ohio

Responsibilities:Conduct research in the Edited Caption Project which is funded by
CPB/WGBH National Center for Accessible Media and the Office of Special
Educational Programs, U.S. Department of Education.

01/2000 – 06/2004Graduate Administrative Assistant

The Ohio State University; Columbus, Ohio

Responsibilities:Cooperate with the faculty members in the section of Integrated
Teaching and Learning in School of Teaching and Learning and assist the whole
administrative process including program development, admission, documentation,
preparing for section meetings, preparing for NCATE review, etc.

09/2000Coordinator/Sign
Language Interpreter

Gallaudet University; Washington D.C.

Responsibilities:Coordinate activities and interpret for The Second China-America
Educational Partnership Council in Gallaudet University, Washington, DC.

10/1999Coordinator/Sign Language Interpreter

Beijing, China

Responsibilities:Coordinate activities and interpret for The First China-America
Educational Partnership Council in Beijing, China.

Principal Investigator: On-line community of practice for educating students who are deaf or
hard of hearing. Missouri
Department of Elementary & Secondary Education, Division of Special
Education (Total: $199,691: $68,346
for Y1; $25,633 for Y2; 26,078 for Y3; $24,410 for Y4; $29,345 for Y5; $25,879
for Y6). July 1st,
2009 - June 30th, 2015.

Principal Investigator: The effectiveness of a phonics-based early
reading program for students who are deaf or hard of hearing. College
of Health and Human Services
First Summer Research Grant ($6,000), Missouri State University, 2009.

Principal Investigator: The effectiveness of a phonics-based early
reading program for students who are deaf or hard of hearing. Faculty Grant
($7,458), Missouri State University, 2009.

Principal Investigator: Using Visual Phonics to supplement beginning reading instruction for students who are deaf/hard of hearing.Dean’s Grant for Pre-Tenured and
Non-Tenure Track Faculty ($2,500), Teachers College, 2006.

Researcher: Cornerstones: A Phase 2 steppingstones of technology innovation for
students with disabilities project. Special Educational Programs, U.S.
Department of Education, award: # H327A010005A and CPB/WGBH National Center for
Accessible Media. Principal Investigator: Peter Paul. Role in the project: collect and
analyze data and prepare the final report. 2002-2003.

Researcher: Edited captions. Special Educational Programs, U.S. Department of
Education, award: #H327H000003-01 and CPB/WGBH National Center for
Accessible Media. Principal Investigator: Peter Paul. Role in the project: collect and
analyze data and prepare the final report. 2001-2004.

Eight (8) partial scholarships for
students in the EDHH program at Missouri State University for five-semester.
Missouri Department of Elementary & Secondary Education, Division of
Special Education (Total: $313,411: $60,097 for Cohort 10-12, $65,952 for
Cohort 11-13, $68,442 for Cohort 12-14; $73,568 for Cohort 13-15; $45,352 for
Cohort 14-16). 2010-2015.

Twelve (12) partial scholarships for students in the
EDHH program at Missouri State University for five-semester. Missouri
Department of Elementary & Secondary Education, Division of Special
Education ($87,894). 2009-2011.

·University
Fellowship, China University of Politics and Law, 1996,97,98,99

HBSE 4000: Introduction to special education

Offered all terms. Enrollment limited to 25 students. Emphasis is placed on the identification of characteristics of individuals with disabilities and the impact of the characteristics on the learner and family members of the learner. The course is a study of the nature, psychosocial, and educational needs of individuals across the lifespan with physical, mental, emotional, or sensory impairments. Particular attention is placed on the way these special education programs fit, or should fit, into ongoing work in schools. Totally online versions of this course are available for non- HBSE majors in spring and summer A and B terms. Special fee: $25.

HBSE 4001: Teaching students with disabilities in the general education classroom

Problems of educational assessment, curriculum and teaching, organization, and guidance of students with physical, cognitive, affective, and sensory disabilities. Materials fee: $15

HBSE 4071: Special methods: Methods of teaching reading and writing to individuals who are d/Deaf or hard of hearing

Study of special methods of teaching in programs for children and youth who are deaf or hard of hearing at nursery, elementary, and secondary levels, with particular attention to the development of language within the language arts subject areas. Materials fee: $10.

HBSE 4077: Seminar in teacher-as-researcher

Students are oriented to the role of teacher-as-researcher, in terms of classroom-based inquiry, and they begin designing their masters projects. Additionally, students are expected to translate basic research in the area of language acquisition, reading, syntax, semantics, discourse processes, and/or pragmatics into classroom pedagogy and research.

HBSE 4300: Practicum in assessment and evaluation of individuals with exceptionalities

Supervisors affiliated with the Dean Hope Center. Permission required. Prerequisite: HBSE 4082. Participation in interdisciplinary, psychoeducational assessment of exceptional children. Analysis of observational and test data; formulation of educa-tional programs for exceptional learners. Conducted in the Dean Hope Center or in appropriate community facilities. Course meets the equivalent of one full day a week. Supervisory fee: $100 and lab fee: $150. (Plus additional lab time).

HBSE 7500: Dissertation seminar in special education

Permission required. Only advanced doctoral students in special education programs are eligible. Prerequisites: HBSE 5010, HBSE 6001, and HBSE 6010. Development of doctoral dissertations and presentation of plans for approval. Special fee: $10.